New York State Common Core English Language Arts Curriculum GRADE 5 Module 1 Unit 2 Student Workbook GRADE 5, MODULE 1: UNIT 2, LESSON 1
Jigsaw Note-catcher for Background Texts about Mexico
Section
Key Points
Questions
Mexico:
Government
and Revolution
Mexico:
Neighbor to
the North
Mexico: Rich
versus Poor
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GRADE 5, MODULE 1: UNIT 2, LESSON 1
Background Texts about Mexico in the 1920s
Created by Expeditionary Learning for Instructional Purposes
1. Mexico: Government and Revolution
From the years 1846 to 1911, Mexico was ruled by a dictator named Porfirio Díaz. In 1910, the poor and
working-class people of Mexico rebelled against the wealthy landowners and Díaz. This was called the Mexican
Revolution. Workers fought for many reasons. They wanted fair pay, equal rights, and to have better opportunities for their families. The Mexican Revolution was a long and deadly war for the Mexican people. But the
outcome changed much in their society. For example, the Mexican Constitution was written during this period,
in 1917. This constitution outlined the rules that the government must follow. It also gave all people of Mexico
rights, regardless of whether they were workers or landowners.
2. Mexico: Neighbor to the North
During the Mexican-American War (1846–1848), Mexico lost nearly half its territory to the U.S. Within two
years, the United States had captured Mexico City and won the war. Mexico was forced to sell its northern territories, including Texas and what are now the states of California, Arizona, and New Mexico, to the U.S. for
only eighteen million dollars. This was a very low price to pay for the amount of rich land the United States was
getting from Mexico. Because of this, the U.S. and Mexico had very bad relations for many years after the war.
3. Mexico: Rich versus Poor
Throughout Mexico’s history, there have been small villages in the countryside. For generations families have
lived and worked on the farms that surrounded these villages. The families who worked the land did not own
any part of the farms. This meant that they did not make very much money, because they are paid low wages to
work for the landowners. In fact more than 70 percent of Mexico’s population in the 1920s was extremely poor.
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GRADE 5, MODULE 1: UNIT 2, LESSON 1
Web Sites for Accompanying Pictures about Mexico in the 1920s
(Teacher Resource: Select images in advance and put a complete set of pictures in each Jigsaw folder.)
Mexico: Government and Revolution Links
• General links via Library of Congress: www.loc.gov/pictures/search/?q=Mexico%20revolution&st=gallery
• Portrait of Porfirio Díaz: www.loc.gov/pictures/resource/cph.3a23261/
• Images of Mexico during the Carranza revolution against Huerta’s government (LOT 9563-16)
http://www.loc.gov/pictures/search/?q=LOT%209563-16&fi=number&op=PHRASE&va=exact&co!=coll&s
g=true&st=gallery
• El Presidente Álvaro Obregón: http://www.emersonkent.com/history/timelines/mexican_revolution_timeline_1920.htm • “Rebel Soldiers, Chihuahua, Mexico,” 1910–1920s:
http://www.emersonkent.com/wars_and_battles_in_history/mexican_revolution.htm
• Diego Rivera, The Uprising (El levantamiento, 1931)—mural depicting historical class struggles in Mexico:
http://a-place-called-space.blogspot.com/2012/05/diego-rivera-murals-for-museum-of.html
Mexico: Neighbor to the North Links
• General images from Library of Congress: www.loc.gov/pictures/search/?q=Mexico%201846
• United States Army soldiers and Mexican soldiers guarding the international border (International Street) at
Nogales, Arizona, and Nogales, Sonora, during the Mexican Revolution (1910–1920):
http://upload.wikimedia.org/wikipedia/en/c/c3/Nogales_Arizona_1910-1920.jpg
• U.S. troops guarding the United States/Mexico border in Naco, Arizona (1910–1929):
http://www.nps.gov/seac/naco/report/fig-a4.jpg
• US and Mexico State Line (1915)
• Getty Research Library:
http://archives.getty.edu:30008/getty_images/digitalresources/mexico/jpegs/mex202.jpg
Mexico: Rich versus Poor
• Newsboys sleep in the street, Mexico City, 1923:
http://harvestheart.tumblr.com/post/29796965131
• Picture of working family in Mexico, 1913:
http://runyon.lib.utexas.edu/r/RUN00000/RUN00000/RUN00048.JPG
• [Use with credit line] From the Robert Runyon Photograph Collection [image number 00048], courtesy of The
Center for American History, The University of Texas at Austin.
• Diego Rivera, Sugar Plantation (Plantacíon de cañas de azúcar, 1931)—mural depicting land owner and workers
(1920s Mexico): http://www.abcgallery.com/R/rivera/rivera139.html
• Diego Rivera, The Exploiters (Los explotadores, 1926)—depicts unequal relationship between Mexican field workers
and wealthy landowners: http://www.diego-rivera-foundation.org/The-Exploiters-1926-large.html
• “Typical Mexican Home and Family” pre-1920 (postcard):
http://www.playle.com/listing.php?i=JOLIZ10503&PHPSESSID=a
• “Mexican Family Cooking Food Outdoors on Ground by Train Tracks” circa 1920: http://theoldcollector.com/
Mexican-Family-Cooking-Food-Outdoors-on-Ground-by-Train-Tracks-ca.-1920-P2150761.aspx
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Text Resources
• R. Conrad Stein, Mexico: Enchantment of the World (Danbury: CT: Children’s Press, 2007);
ISBN: 978-0-516-24868-4
• Susan Milord, Mexico: 40 Activities to Experience Mexico Past & Present (Nashville, TN: Williamson Books, 1999);
ISBN: 978-1-885593-22-1
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GRADE 5, MODULE 1: UNIT 2, LESSON 1
Homework: Purpose for Reading, Chapter 1:
“Aguascalientes, Mexico, 1924” and Chapter 2: “Las Uvas/Grapes” (pages 1–22).
Reread Chapter 1 and do a “first draft” read of Chapter 2: “Las Uvas/Grapes.”
As you read, think about these questions. Use your evidence flags to mark specific passages in the text to
discuss with your triad. You do not need to write out answers as part of your homework; just keep track
of your thinking with your evidence flags.
1. Describe the geographical setting of Esperanza Rising. What is it like where Esperanza lives? Use details from the text to support your answer.
2. What is Esperanza’s relationship with her papa like? How do you know?
3. What is Esperanza’s life like in Mexico?
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Norms for Triad Talk
Teacher Instructions: write the following instructions on a chart paper so all students can see it
for the remainder of the unit.
Norms for Triad Talk:
• Each person must contribute to the discussion, but take turns talking. Ask each other,
“Would you like to add to my idea?” or “Can you tell us what you’re thinking?
• Each person should show the others specific details from the text by pointing to specific
page numbers, paragraphs, and lines. Say, “My evidence is here on page ___ in the ___
paragraph” and read the evidence aloud.
• Ask questions so that you understand each other’s ideas. Say, “can you tell me more about
that?” or “Can you say that another way?”
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GRADE 5, MODULE 1: UNIT 2, LESSON 2
Text-Dependent Questions for Chapter 2: Las Uvas/Grapes (pages 4-22)
1. The first paragraph on page 8 says that Esperanza would like to live at El
Rancho de las Rosas with her Mama and Papa forever. Why does she feel this
way? Find details from the text to explain your answer.
2. On pages 8-12, Esperanza and Mama seem to be worried about Papa. What
specific words or phrases in this section of the novel help you know that they
are worried? Why are they worried? Use evidence from the text in your answer.
3. On pages 14-15, what two pieces of advice does Abuelita give Esperanza on
pages 14 and 15? How does Esperanza respond to the advice? Use evidence
from the text in your answer.
4. On page 18, Esperanza says that a “deep river” runs between her and Miguel.
What does she mean? How does Miguel respond when she tells him this?
Use details from the text in your answer.
5. At the end of the chapter, why does Esperanza feel her heart drop and that
she has sunk into a “dark hole of despair and disbelief ”? Use details from
the text in your answer.
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GRADE 5, MODULE 1: UNIT 2, LESSON 2
Text-Dependent Questions for Chapter 2: “Las Uvas/Grapes”
(Answers, for Teacher Reference)
1. The first paragraph on page 8 says that Esperanza would like to live at El Rancho de las Rosas with her
Mama and Papa forever. Why does she feel this way? Find details from the text to explain your answer.
Esperanza is the only child of a wealthy rancher, and her father’s “pride and glory.” (p. 4). Her family employs many
servants and farmworkers. She is very happy to live with her parents, and is mostly thinking about her upcoming
birthday party and eventual Quinceaneras. She “can’t imagine living “with any fewer servants. Or without being
surrounded by the people who adored her.” (p. 8)
2. On pages 8-12, Esperanza and Mama seem to be worried about Papa. How do you know they are worried? Why are they worried? Use evidence from the text in your answer.
How do you know: Esperanza shows she is worried when she says that Papa had promised to meet her and never
disappointed her, but he isn’t there (p.8). Then she worries that pricking her finger is bad luck, and asks “where was
Papa?” (p. 9). On page 10 she “strained her eyes” looking for him. Mama bites the corner of her lip in worry (p. 11)
Why they are worried: On page, 11, it says they have been warned about bandits. And even though the Revolution
has been over for 10 years, “there is still resentment against large landowners,” (p. 12)
3. On pages 14-15, what two pieces of advice does Abuelita give Esperanza? How does Esperanza respond
to the advice? Use evidence from the text in your answer.
1. “There is no rose without thorns” – Esperanza seems to understand and accept this advice, because she smiles
and says that “Abuelita wasn’t talking about flowers at all but that there was no life without difficulties.” (p.14)
2. “Do not be afraid to start over.” - Esperanza accepts this advice, because she does start her stitches over again,
but she sighs, which implies she is impatient with it. (p.15). She also complains on page 13 that she doesn’t like to
always crochet to take her mind off worry.
4. On page 18, Esperanza says that a “deep river” runs between her and Miguel. What does she mean? How
does Miguel respond when she tells him this? Use details from the text in your answer.
She is talking about the class issues that divide them, because she is a ranch owner’s daughter and he is a housekeeper’s son. Also, they are Indians and she is of Spanish descent. Miguel seems to be angry or hurt, since he doesn’t
speak to her anymore (p. 18).
5. At the end of the chapter, why does Esperanza feel her heart drop and that she has sunk into a “dark
hole of despair and disbelief ”? Use details from the text in your answer.
She has just learned that her Papa is dead. This isn’t said, but she sees his body in the back of the wagon covered
with a blanket, and Alfonso is crying, which “confirms the worst.” (p. 22)
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GRADE 5, MODULE 1: UNIT 2, LESSON 2
Homework: Purpose For Reading, Chapter 3: “Las Papayas/Papayas” (pages 23-28)
What challenges do the main characters in this chapter face?
As you read, think about this question. Use your evidence flags to mark specific passages in the text
to discuss with your triad. Use your evidence flags to mark specific passages in the text to discuss with
your triad. You do not need to write out answers as part of your homework; just keep track of your
thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2 LESSON 3
Comprehensions Quiz Entrance Ticket (Chapter 3: Las Papayas/Papayas)
Name:
Date:
1. At the start of Chapter 3: “Las Papayas,” what does Esperanza dream about?
2. What does Tío Luis ask Mama to do?
3. What is Mama’s answer?
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GRADE 5, MODULE 1: UNIT 2 LESSON 3
Comprehensions Quiz Entrance Ticket (Chapter 3: Las Papayas/Papayas)
4. What is Miguel planning to do now?
5. What did Señor Rodriguez bring for Esperanza’s birthday?
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GRADE 5, MODULE 1: UNIT 2 LESSON 3
Text-Dependent Questions for Chapter 3: “Las Papayas/Papayas”
1. Esperanza: How is Esperanza responding to her father’s death? Re-read the following passages and discuss with your triad:
- Page 25, the paragraph that begins “She took a quivery breath….”
- Pages 27-28
What other evidence can you find in Chapter 3 that shows how Esperanza is responding?
2. Mama: How is Mama responding to her husband’s death?
Re-read the following passages and discuss with your triad:
- Page 27, the paragraph that begins “Esperanza avoided opening her birthday gifts…”
- Pages 30-31
On page 29, it says “Mama did not answer but maintained her composure.”
Based on the context, and on what you know about Mama, what do you think the word composure
means? Explain your thinking.
3. Abuelita: How does Abuelita respond to Esperanza’s uncles?
Re-read the following passages and discuss with your triad:
- Page 32, near the bottom on the page. Why does Abuelita call the uncles “vultures?”
- On page 30, it says “A look of indignation passed between Mama and Abuelita.” Based on the
context, and on what you know about Abuelita, what do you think the word indignation means? Explain
your thinking.
4. Vocabulary: On page 29, it says, “Mama did not answer but maintained her composure.”
Based on the context, and on what you know about Mama, what do you think the word composure
means? Explain your thinking.
5. Vocabulary: On page 30, it says, “A look of indignation passed between Mama and Abuelita.” Based
on the context, and on what you knoabout Abuelita, what do you think the word indignation means?
Explain your thinking.
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GRADE 5, MODULE 1: UNIT 2 LESSON 3
Homework: Purpose For Reading, Chapter 3: “las Papayas/Papayas” (pages 23-28)
(Answers, for Teacher Reference)
1. Esperanza: How is Esperanza responding to her father’s death?
Re-read the following passages and discuss with your triad:
- Page 25, the paragraph that begins “She took a quivery breath….”
- Pages 27-28
What other evidence can you find in Chapter 3 that shows how Esperanza is responding?
Esperanza is very very sad that her father died. She is missing him, particularly because it is her birthday. She
almost can’t believe this is happening to her. “She felt like she was in someone else’s body, watching a sad scene
but unable to help.”(p. 25) She cries almost every night “…Esperanza often woke to Mama’s soft crying. Or
Mama woke to hers.” and doesn’t even want to open her birthday gifts. “Esperanza avoided opening her birthday gifts.” (p. 27) She was so sad she couldn’t even speak. “Esperanza couldn’t talk. Her heart felt so big and
hurt so much that it crowded out her voice.” (p. 28)
2. Mama: How is Mama responding to her husband’s death?
Re-read the following passages and discuss with your triad:
- Page 27, the paragraph that begins “Esperanza avoided opening her birthday gifts…”
- Pages 30-31
On page 29, it says “Mama did not answer but maintained her composure.”
Based on the context, and on what you know about Mama, what do you think the word composure
means? Explain your thinking.
Mama is trying to stay strong for Esperanza encouraging her to go on with her life by opening her birthday
gifts. “…Mama insisted, saying, “Papa would have wanted it.”” (p.27) Although Mama did not like what Tio was
doing trying to buy their house, she was strong and stood up to him. “So, no, I will not sell.” (p. 31)
“Composure” means that Mama stayed calm and did nothing because the paragraph that follows the sentence
that has “composure” in it goes on to say, “They nodded to Abuelita but, as usual, said nothing to Esperanza.”.
(p. 29) It does not say anything about Mama.
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GRADE 5, MODULE 1: UNIT 2 LESSON 3
Homework: Purpose For Reading, Chapter 3: “las Papayas/Papayas” (pages 23-28)
(Answers, for Teacher Reference)
3. Abuelita: How does Abuelita respond to Esperanza’s uncles?
Re-read the following passages and discuss with your triad:
- Page 32, near the bottom on the page. Why does Abuelita call the uncles “vultures?”
- On page 30, it says “A look of indignation passed between Mama and Abuelita.” Based on the
context, and on what you know about Abuelita, what do you think the word indignation means? Explain your thinking.
Abuelita knows that the uncles are not doing the right thing. Right before she calls them “vultures” the uncle
said, “You will regret the decision Ramona. You must keep in mind that this house and those grapes are my
property. I can make things difficult for you. Very difficult…” She thinks they are taking things that do not
belong to them. (p. 32)
“Indignation” means angry because in the sentence right before the one with “indignation” Esperanza “wipes
away angry tears” (p. 30) and then the sentence after says, “Were they feeling the same way?”, referring to Mama
and Abuelita.
4. Vocabulary: On page 29, it says, “Mama did not answer but maintained her composure.”
Based on the context, and on what you know about Mama, what do you think the word composure
means? Explain your thinking.
“Composure” means that Mama stayed calm and did nothing because the paragraph that follows the sentence
that has “composure” in it goes on to say, “They nodded to Abuelita but, as usual, said nothing to Esperanza.”
(p. 29) It does not say anything about Mama.
5. Vocabulary: On page 30, it says, “A look of indignation passed between Mama and Abuelita.” Based
on the context, and on what you knoabout Abuelita, what do you think the word indignation means?
Explain your thinking.
“Indignation” means angry because in the sentence right before the one with “indignation.” Esperanza “wipes
away angry tears” (p. 30), and then the sentence after says, “Were they feeling the same way?”, referring to
Mama and Abuelita.
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GRADE 5, MODULE 1: UNIT 2 LESSON 3
Homework: Purpose for Reading, Chapter 4: “Los Higos/Figs” (pages 39–57)
What challenges do the characters in this chapter face? How does each character respond?
As you read, think about these questions. Use your evidence flags to mark specific passages in the text
to discuss with your triad. Use your evidence flags to mark specific passages in the text to discuss with
your triad. You do not need to write out answers as part of your homework; just keep track of your
thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 4
Comprehensions Quiz Entrance Ticket (Chapter 4: “Los Higos/Figs”)
Name:
Date:
1. Why did Mama wake Esperanza up?
2. Who does everyone think is to blame for what happened?
3. What does Mama change her mind about?
4. Where do Mama, Abuelita, and Esperanza decide to go?
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GRADE 5, MODULE 1: UNIT 2, LESSON 4
Jigsaw Task Card for Chapter 4: “Los Higos/Figs”
Mama:
1. Re-read pages 44-45. How does Mama respond to the Tio’s marriage proposal after the fire? What does that tell
you about Mama as a person? What does she see as her role in the family?
2. Re-read the first half of pages 48 and 49. How does Mama feel about marrying Tio? How does this continue to
show Mama’s strength as a person? What is Mama willing to do besides let Tio think she will marry him?
3. Re-read the bottom of page 56-57. How does Mama continue to demonstrate her strength as a person as they
are leaving the rancho? How is she a good example for Esperanza? How does Esperanza react to leaving the
rancho?
Abuelita:
1. Re-read the middle of page 42. How does Abuelita respond to the fire? What might that tell us about Abeulita
as a person? What does she care about or believe in?
2. Re-read from the bottom of page 47-50. How does Abuelita let Mama know she approves of her decisions?
How does Abuelita attempt to comfort Esperanza? What role does Abuelita play in the family?
3. Re-read page 51. Why does Abuelita give the crocheting to Esperanza? How does Esperanza show she still is
not ready to face the situation?
Miguel:
1. Re-read the very bottom of page 41 through the first paragraph on page 42. What challenge does Miguel face?
How does he respond? What might this tell us about Miguel as a person? Be sure to give examples from the
text.
2. Re-read pages 55-56. How does Miguel demonstrate that he is ready for this challenge? What characteristic does
he show during this time? How is this different than Esperanza?
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GRADE 5, MODULE 1: UNIT 2, LESSON 4
Jigsaw Task Cards for Chapter 4: “Los Higos/Figs”
(Answers, for Teacher Reference)
Mama:
1. Re-read pages 44-45. How does Mama respond to the Tio’s marriage proposal after the fire? What does that tell
you about Mama as a person? What does she see as her role in the family?
Mama is still trying to be strong. “…looking like a fierce statue.” Mama knows that she must protect Esperanza
and the servants and her only way of doing that is by accepting the uncle’s proposal. “ Mama looked at
Esperanza with eyes that said “forgive me”.” This tells you that Mama is willing to sacrifice for her family.
2. Re-read the first half of pages 48 and 49. How does Mama feel about marrying Tio? How does this continue to
show Mama’s strength as a person? What is Mama willing to do besides let Tio think she will marry him?
Mama does not want to marry Tio and feels like Papa would not have wanted her to do that either. “Do you
think that Papa would have wanted me to marry Tip Luis…” It shows that she is very strong because she is
willing to insult him by moving to the United States instead of marrying him. “A tine smile appeared on Mama’s
tired face. “Yes, it would be a great insult to him wouldn’t it?”” She is willing to work hard in California doing
fieldwork. “I am stronger than you think,” said Mama.”
3. Re-read the bottom of page 56-57. How does Mama continue to demonstrate her strength as a person as they
are leaving the rancho? How is she a good example for Esperanza? How does Esperanza react to leaving the
rancho?
Mama is determined to do what is right and not complain about it. “ Then Mama took a determined breath…”
Esperanza is having a hard time not showing her anger. “…she could see nothing behind her but a trail of
splattered figs she had resentfully smashed beneath her feet.”
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GRADE 5, MODULE 1: UNIT 2, LESSON 4
Jigsaw Task Cards for Chapter 4: “Los Higos/Figs”
(Answers, for Teacher Reference)
Abuelita:
1. Re-read the middle of page 42. How does Abuelita respond to the fire? What might that tell us about Abeulita
as a person? What does she care about or believe in?
Abuelita also faces the challenge of the fire. But she was determined to save her crocheting bag. “Her grandmother held up her cloth bag with her crocheting”. She says ‘We must have something to do while we wait.’
This shows that she values some things, like having something to occupy her mind, even more than being safe.
2. Re-read from the bottom of page 47-50. How does Abuelita let Mama know she approves of her decisions?
How does Abuelita attempt to comfort Esperanza? What role does Abuelita play in the family?
Abuelita does not need to talk very much to show her approval. She listens and shows her approval by nodding
and agreeing to help get the right papers together (pp.48-49). She comforts Esperanza by reminding her of a
story of when she moved to Mexico from Spain (pp.49-50) and by explaining that she will join them when she
is better. (p.47) Abuelita seems to be the leader of the family now because every time Mama wants to make a
decision she must talk it over with her too.
3. Re-read page 51. Why does Abuelita give the crocheting to Esperanza? How does Esperanza show she still is
not ready to face the situation?
Abuelita gives the crocheting to Esperanza to help her pass the time while they are apart. “While you are waiting, finish this for me.” She also wants Esperanza to learn a lesson about life, that you are sometimes going
through hard times but there will be good times too. “Right now you are in the bottom of a valley and your
problems loom big around you. But soon you will be at the top of a mountain again.” Esperanza wants to avoid
saying goodbye while Abuelita faced the situation even though it was sad. “She buried her head…”
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GRADE 5, MODULE 1: UNIT 2, LESSON 4
Jigsaw Task Cards for Chapter 4: “Los Higos/Figs”
(Answers, for Teacher Reference)
Miguel:
1. Re-read the very bottom of page 41 through the first paragraph on page 42. What challenge does Miguel face?
How does he respond? What might this tell us about Miguel as a person? Be sure to give examples from the
text.
Miguel faces the challenge of the fire. He saves Abuelita. He “lays her down.” This shows that he cares a
lot about Esperanza’s family, and is willing to put his own life at risk to help them. His shirt is burning, but
he seems calm: “Miguel stood up and slowly took off his blackened shirt.” This shows that he is calm under
pressure.
2. Re-read pages 55-56. How does Miguel demonstrate that he is ready for this challenge? What characteristic does
he show during this time? How is this different than Esperanza?
Miguel is showing great strength while they are leaving the rancho by helping his father lead them out of the
situation. “…Miguel and Alfonzo lead them through the grape rows…Miguel walked ahead.” Miguel could be
considered brave and mature because he is not thinking about the past, but instead heading towards the future.
On the other hand Esperanza is thinking of only the past. “Sadness and anger tangled in Esperanza’s stomach
as she thought of all that she was leaving…”
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GRADE 5, MODULE 1: UNIT 2, LESSON 4
Homework: Purpose for Reading, Chapter 5: “Las Guayabas/Gauvas” (pages 58–80)
What is Esperanza’s journey to the United States like?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
discuss with your triad. Use your evidence flags to mark specific passages in the text to discuss with
your triad. You do not need to write out answers as part of your homework; just keep track of your
thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 5
Suggested Resources List for Lesson 5
California:
http://www.museumca.org/picturethis/timeline/depression-era-1930s/migrant-farm-workers/info
http://migration.ucdavis.edu/rmn/more.php?id=788_0_6_0
http://www.calisphere.universityofcalifornia.edu/calcultures/ethnic_groups/subtopic3b.html
http://www.ehow.com/info_8284654_california-1930s.html
Alternative or additional resources:
S. Beth Atkin, Voices from the Fields: Children of Migrant Farmworkers Tell Their Stories (New York: Little,
Brown, 2000), ISBN-13: 978-0316-056205, ISBN-10: 0316056200.
Scenes from movie The Grapes of Wrath by John Steinbeck
Immigration from Mexico:
www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/mexican.
html
www.geographia.com/mexico/mexicohistory.htm
www.pbs.org/kpbs/theborder/history/index.html
www.pbs.org/kpbs/theborder/history/timeline/17.html
The Great Depression:
newdeal.feri.org/eleanor/er2a.htm
newdeal.feri.org/eleanor/cvb0335.htm
www.michigan.gov/dnr/0,4570,7-153-54463_18670_18793-53511--,00.html
www.americaslibrary.gov/jb/wwii/jb_wwii_subj.html
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GRADE 5, MODULE 1: UNIT 2, LESSON 5
Comprehension Quiz Entrance Ticket (Chapter 5: “Las Guayabas/Guavas”)
Name:
Date:
1. How does Esperanza travel to the train station?
2. How did Papa reward Miguel when he scared away the bandits?
3. What does the little girl on the train want Esperanza to show her?
4. What does Carmen, the woman on the train, give Mama?
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GRADE 5, MODULE 1: UNIT 2, LESSON 5
Hint Cards
California, Immigrating from Mexico, The Great Depression of the 1930s
Teacher Note: Print out and cut apart to give to groups during Work Time.
California:
• Fruit production and cattle ranches increased in California in the late 1800’s.
• 3/4 of California’s 200,000 farm workers were Mexican or Mexican American
• Farm workers from Texas, Oklahoma, Arkansas and Missouri (“Okies”) arrived in California in the mid1930s, looking for work.
• “Repatriation” plans where made to send Mexican immigrants back to Mexico.
• In fall 1931 1,200-1,500 migrants arrived per day.
• The 1933 cotton strike lasted four-weeks and involved between 12,000 and 18,000 farm workers.
• The vagrancy laws of 1933 and 1937, allowed many migrants to be arrested.
• In 1934, the Dust Bowl in the Midwest began sending migrants to California.
• Mexicans in California were seen as competition for much needed jobs.
• Labor camps were built in the summer of 1935.
Immigrating to the United States from Mexico:
• The U.S.–Mexico border covers 2,000 miles.
• The Mexican Revolution and Mexican civil wars caused many Mexicans to move to the United
States.
• In the late 1880’s, 55,000 Mexican workers immigrated to the United States.
• The Immigration Act of 1924 was established.
• More than 89,000 Mexicans come into the United States in 1924.
• In 1924, the U.S. Border Patrol was created.
• By the late 1930s, the crop fields in Mexico were not producing many crops.
• Mexican immigrants and their descendants now make up a significant portion of the U.S. population.
• The Mexican workers were seen as strong and fast.
• Mexican immigrants were willing to work for low wages and in tough working conditions.
• During the depression, it was harder for all Mexicans to get jobs legally in the United States because of new
immigration laws.
• Many Mexicans were deported back to Mexico during the great depression.
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GRADE 5, MODULE 1: UNIT 2, LESSON 5
Hint Cards
California, Immigrating from Mexico, The Great Depression of the 1930s
Teacher Note: Print out and cut apart to give to groups during Work Time.
The Great Depression of the 1930’s:
•
•
•
•
•
•
During the Depression, one out of four people were unemployed.
Without money people could not pay for housing or buy food and clothes for the family.
About 250,000 young people were homeless.
Many people traveled the highways and railways to find work.
Some people traded for food, clothes, shelter and services.
October 29, 1929, is known as “Black Tuesday”, the day that the stock market crashed, officially setting off
the Great Depression.
• Congress created The Works Progress Administration (WPA), which offered work to thousands of people.
• The end to the Great Depression came in 1941 when the United States entered World War II.
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GRADE 5, MODULE 1: UNIT 2, LESSON 5
Getting the Gist note catcher:
Determine Importance—Summarize and Synthesize
You can get the gist of the texts by summarizing your understanding of them, using 10 important words. Select
the 15 most important words from the texts. Then, use them to write a summary statement.
Important Words:
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
Summary Statement:
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GRADE 5, MODULE 1: UNIT 2, LESSON 5
Homework: Purpose for Reading, Chapter 6: “Los Melones/Melons” (pages 81–99)
What is Esperanza’s journey to the United States like?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
discuss with your triad. You do not need to write out answers as part of your homework; just keep track
of your thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 6
Comprehension Quiz Entrance Ticket, Chapter 6: “Los Melones/Cantaloupes”
Name:
Date:
1. Who meets Esperanza at the train station in Los Angeles?
2. How many babies are in Isabel’s family?
3. Esperanza rides in a truck on the highway to the camp. What does she see during the drive?
4. How does Marta treat Esperanza when they first meet?
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GRADE 5, MODULE 1: UNIT 2, LESSON 6
Text-Dependent Questions for Chapter 6: “Los Melones/Cantaloupes” (pages 81–99)
1. On page 90, Esperanza is in California, driving to the camp. What specifically does
she see? How does she react to this new setting? Find details from the text to explain your answer.
2. On page 81, the text says “Esperanza and Mama, their faces shiny with grime and
perspiration, looked tired and wilted as they slumped with even the slight weight of
their valises.” Valise means “suitcase”. Based on context, what do you think the other
italicized words in this sentence might mean? Why might the author have chosen
specifically to use the word “wilted” to describe Esperanza and her mother?
3. At the very start of the novel, we meet Esperanza in Mexico as a little girl, with her
father. How is Mexico different from California? What specific words or phrases in
this section of the novel help you understand the contrast between the two settings?
In other words, what specific language does the author use to help us understand
how different California is from Mexico? Use evidence from the text in your answer.
4. Esperanza meets two new girls in this new setting: Isabel and Marta. Compare and
contrast how the two girls treat Esperanza, citing evidence from the text. What do
you predict will happen between Esperanza and these two girls?
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GRADE 5, MODULE 1: UNIT 2, LESSON 6
Text-Dependent Questions for Chapter 6: “Los Melones/Cantaloupes” (pages 81-99)
(Answers, for Teacher Reference)
1. On page 90, Esperanza is in California, driving to the camp. What specifically does she see? How
does she react to this new setting? Find details from the text to explain your answer.
Esperanza saw: ”The brown barren mountains…, the golden hills…, canyons…”. She tries to find her own
connection to the land by listening for the heartbeat (p. 91). “She stretched out on her stomach…” She doesn’t
hear it and it makes her so upset that she passes out (p.92). “She tried to find the place in her life where her
heart was anchored…She felt as if she was falling…Suddenly the world went black.”
2. On page 81, the text says “Esperanza and Mama, their faces shiny with grime and perspiration, looked
tired and wilted as they slumped with even the slight weight of their valises.” Valise means “suitcase”.
Based on context, what do you think the other italicized words in this sentence might mean? Why
might the author have chosen specifically to use the word “wilted” to describe Esperanza and her
mother?
Perspiration might mean sweat because the text says they are shiny and sweat makes you shiny. Wilted and slumped
might mean they are leaning over because the text says something about the weight of the valise so it might be
heavy and if they are sweating because it is hot and they are working hard. Also, the sentence before talks about
body odor and people smell usually when it is hot. The author may have used the word “wilted” because it
makes you think of a flower or plant that is dying or needs water. It makes the reader picture that in their minds.
3. At the very start of the novel, we meet Esperanza in Mexico as a little girl, with her father. How is
Mexico different from California? What specific words or phrases in this section of the novel help you
understand the contrast between the two settings? In other words, what specific language does the
author use to help us understand how different California is from Mexico? Use evidence from the text
in your answer.
The beginning of the chapter states that the land is “dry and the panorama was barren” which is different from
the way the land on the rancho was.
On page 87, it says: “She looked around and was relieved to see that compared to the desert, Los Angeles had
lush palms and green grass…, roses were still blooming…was reassuring and familiar. Maybe it wouldn’t be so
different here.” so it seems that this part of California is not that different form the rancho. However, the land
changes again as indicated on page 90, “the brown barren mountains…dried grasses…golden hills…”.
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GRADE 5, MODULE 1: UNIT 2, LESSON 6
Text-Dependent Questions for Chapter 6: “Los Melones/Cantaloupes” (pages 81-99)
(Answers, for Teacher Reference)
4. Esperanza meets two new girls in this new setting: Isabel and Marta. Begin a new page in your
reading journal about each girl. Compare and contrast how the two girls treat Esperanza, citing
evidence from the text. What do you predict will happen between Esperanza and these two girls?
Isabel is curious and wants to know about Esperanza as well as she tells her about her life. She asks questions
and tells her about where they used to live on page 89. Marta is not as nice. On page 96 she says, “So you’re a
princess who’s come to be a peasant?...What’s a matter silver spoon stuck in your mouth?”. She is insulting her.
Esperanza thinks so too. “What had she done to deserve this girl’s insults?” (p. 97). Isabel even tries to defend
her by saying, “Esperanza’s nice.” On page 99 Marta says to Esperanza, “No one will be waiting on you here.”
and gives her a “phony smile.”
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GRADE 5, MODULE 1: UNIT 2, LESSON 6
Purpose for Reading question for Chapter 7: “Las Cebollas/Onions” (pages 100–120)
What new challenges does Esperanza face in the camp? How does she respond?
As you read, think about this question. Use your evidence flags to mark specific passages in the text
to discuss with your triad. You do not need to write out answers as part of your homework; just keep
track of your thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 7
Comprehension Quiz Entrance Ticket , Chapter 7: “Las Cebollas/Onions”
Name:
Date:
1. What does Esperanza think of their cabin when she first sees it?
2. What work will Esperanza be doing?
3. What does Mama do to her hair?
4. What happens when Esperanza tries to sweep the platform?
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GRADE 5, MODULE 1: UNIT 2, LESSON 7
Text-Dependent Questions for Chapter 7:“Las Cebollas/Onions” (pp.100-120)
1. Reread 110-113. How does Isabel respond to having to stay home and not work while
everyone else works? Cite specific details from the text that would show how Isabel
handles the situation.
2. During this chapter, Isabel must teach Esperanza many things even though she is
younger and has had a less privileged life. How does she feel towards Esperanza?
Cite specific examples from the text.
3. On page 105, Isabel responds to Esperanza, “De veras?” after Esperanza tells her
that they are still rich and they will not be staying there long. What does that phrase
mean? How do you know? How does Isabel react to Esperanza? Be sure to cite evidence from the text.
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GRADE 5, MODULE 1: UNIT 2, LESSON 7
Text-Dependent Questions for Chapter 7:“Las Cebollas/Onions” (pp.100-120)
(Answers, for Teacher Reference)
1. Reread 110-113. How does Isabel respond to having to stay home and not work while everyone else
works? Cite specific details from the text that would show how Isabel handles the situation.
Isabel takes on a lot of responsibility and seems to be mature for her age. She takes care of the babies by
feeding them and keeping them clean. (p.110) Isabel was friends with women who were older than her. “Isabel
introduced Esperanza to Irene and Melina, two women who were hanging clothes to dry…already had a baby
of her own.” (p.112)
2. During this chapter, Isabel must teach Esperanza many things even though she is younger and has
had a less privileged life. How does Isabel react towards having to teach Esperanza so many things?
Cite specific examples from the text.
Isabel is worried that Esperanza doesn’t know all of the things to do. “Isabels’ eyes got bigger and she looked
worried.” (p.115) She thinks Esperanza can do all the things that she does. She teaches her how to change
diapers, feed the babies, where everything is in the camp, and how to wash clothes. Isabel is still curious about
Esperanza’s life in Mexico. “Will you tell me about your life as a queen?” (p.120)
3. On page 105, Isabel responds to Esperanza, “De veras?” after Esperanza tells her that they are still rich
and they will not be staying there long. What does that phrase mean? How do you know? How does
Isabel react to Esperanza? Be sure to cite evidence from the text.
“De vera” means that “is that true” because Esperanza responds to her, “Yes, it is the truth…” Isabel just
“tiptoes out of the room and shuts the door” which means she knows that Esperanza is having a hard time and
does not want to bother her.
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GRADE 5, MODULE 1: UNIT 2, LESSON 7
Character T Chart
Challenges:
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Response:
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GRADE 5, MODULE 1: UNIT 2, LESSON 7
Purpose for Reading question for Chapter 8: “Las Almendras/Almonds” (pages 121-138)
What new challenges does Esperanza face in the camp? How does she respond?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
discuss with your triad. You do not need to write complete answers.
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GRADE 5, MODULE 1: UNIT 2, LESSON 8
Comprehension Quiz Entrance Ticket , Chapter 6: “Las Almendras/Almonds”
Name:
Date:
1. What is the surprise that Alfonso and Miguel have for Isabel and Mama?
2. What does Esperanza learn to do by herself for the first time in this chapter?
3. What does Isabel want to bring home from the fiesta?
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GRADE 5, MODULE 1: UNIT 2, LESSON 8
Text-Dependent Questions for Chapter 8: “Las Almendras/Almonds” (pages 121-138)
1. In this chapter, Miguel has a surprise for Esperanza and Mama, Papa’s roses. What
clues were in the text in a previous chapter, that might have indicated that Miguel
was taking care of the rose plants? What does the author mean by the sentence:
“Now if they bloomed she could drink the memories of the roses that had known
Papa.”? How is life like a rose? Be sure to give details from the text in your answer.
2. On page 128, Esperanza is helping to shell almonds. The author describes an almond as “…like two hands pressed together, protecting something inside.” Then as
Esperanza cracks one open the text says: “…then pulled the meat from its defenses…”. How is the almond a metaphor for Esperanza? Be sure to use details from
the text in your answer.
3. On pages 131-133, Marta is using kittens as a metaphor for the farmers. How are the
farmers like the kittens? How does Marta suggest they fight being “like kittens”?
Use specific evidence form the text in your answer.
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GRADE 5, MODULE 1: UNIT 2, LESSON 8
Text-Dependent Questions for Chapter 8: “Las Almendras/Almonds” (pages 121-138)
(Answers, for Teacher Reference)
1. In this chapter, Miguel has a surprise for Esperanza and Mama, Papa’s roses. What clues were in the
text in a previous chapter, that might have indicated that Miguel was taking care of the rose plants?
What does the author mean by the sentence: “Now if they bloomed she could drink the memories of
the roses that had known Papa.”? How is life like a rose? Be sure to give details from the text in your
answer.
On pages 72-73, when they were traveling by train to the United States the text says, “At every stop, Miguel and
Alfonso hurried off the train with a package. From the window, Esperanza watched them go to a water trough,
unwrap an oilcloth, and dampen the bundle inside.” They needed to keep the rose plants wet so they would not
die. When Esperanza asked about it, he said she would find out when they got there. The rose plants were the
same ones that Papa planted so when they bloomed into flowers they would be the same roses that Papa would
have seen. Life is like a rose because it can go through some hard times, like having to move and not having
enough water, but it can still come back and still grow, like Miguel says to Esperanza about her rose on page
124. “So you can climb.”
2. On page 128, Esperanza is helping to shell almonds. The author describes an almond as “…like two
hands pressed together, protecting something inside.” Then as Esperanza cracks one open the text
says: “…then pulled the meat form its defenses…”. How is the almond a metaphor for Esperanza? Be
sure to use details from the text in your answer.
Isabel asks Esperanza if she is going to the party and Esperanza is not sure because she is still embarrassed by
what happened on the platform. Isabel tells her that her mother says it is best to get over it and “just laugh”.
Esperanza is like an almond because her feelings got hurt on the inside when she felt embarrassed. Her defenses
are like laughing when someone makes fun of her because then they can’t hurt her as much. Esperanza is also
like an almond because she is having to get stronger everyday just like the outside shell.
3. On pages 131-133, Marta is using kittens as a metaphor for the farmers. How are the farmers like the
kittens? How does Marta suggest they fight being “like kittens”? Use specific evidence form the text
in your answer.
The text says on page 132: “Small, meek animals. And that is how they treat us because we don’t speak up.”,
referring to the farmers like kittens. Marta then goes on to say: “We are going to strike in two weeks…For
higher wages and better housing.” Some farmers are afraid to strike and don’t think it has anything to do with
them. “Maybe all the cat wants to do is feed his family…We don’t pick cotton on this farm!” Marta feels all of
the farmers should stick together. “…then maybe it will help us all!”
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GRADE 5, MODULE 1: UNIT 2, LESSON 8
Homework: Purpose for Reading, Chapter 9: “Las Ciruelas/Plums” (pages 139–157)
How is Esperanza changing?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
use on your Mid-Unit 2 Assessment. You do not need to write out answers as part of your homework;
just keep track of your thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 9
Mid-Unit 2 Assessment: Analyzing Sections of Esperanza Rising on My Own
Name:
Date:
For homework last night, you read Chapter 9: “Las Ciruelas/Plums”. On this assessment, you get a
chance to show what you know about how to analyze this novel on your own. You may use your novel,
your evidence flags, and any notes in your journals from our work together for this assessment.
1. What happens in this chapter? Just write a 1-2 sentence summary: what is this chapter mostly about?
2. This chapter is titled “Las Ciruelas/Plums.” Why do you think Pam Munoz Ryan chose this title for the chapter?
How does this title relate to the main events or ideas in this chapter?
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GRADE 5, MODULE 1: UNIT 2, LESSON 9
Mid-Unit 2 Assessment: Analyzing Sections of Esperanza Rising on My Own
3. Re-read pages 139-143 and think about the challenge Esperanza is facing during this point in the novel. Complete
the T-Chart below, citing evidence
from the text.
Challenge:
Responses:
4. Make an inference: What does Esperanza’s response to the challenge on page 139–143 tell us about her as a
person? Cite evidence from the text to sup port your answer.
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GRADE 5, MODULE 1: UNIT 2, LESSON 9
Mid-Unit 2 Assessment: Analyzing Sections of Esperanza Rising on My Own
Read the following excerpt from page 157, and then answer the questions below:
“Esperanza felt Alfonso behind her, putting his hands on her shoulder. She felt the blood drain from her
face. She wanted to tell the doctor that she could not lose Mama, too. That she had already lost Papa and
that Abuelita was too far away. Her voice strangled with fear. All she could do was whisper the doctor’s
uncertain words ‘If she survives.’”
5. In one sentence, summarize the challenge Esperanza and her Mama are facing at this point in the novel.
There are two examples of figurative language in this excerpt.
6. What does it mean to have blood drain from your face?
7. What does it mean to say Esperanza’s voice was strangled with fear?
8. How does the author’s use of the words drain and strangled to help us understand how Esperanza is feeling?
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GRADE 5, MODULE 1: UNIT 2, LESSON 9
Mid-Unit 2 Assessment: Analyzing Sections of Esperanza Rising on My Own
Name:
Date:
For homework last night, you read Chapter 9: “Las Ciruelas/Plums.” On this assessment, you get a
chance to show what you know about how to analyze this novel on your own. You may use your novel,
your evidence flags, and any notes in your journals from our work together for this assessment.
1. What happens in this chapter? Just write a 1-2 sentence summary: what is this chapter mostly about?
• Esperanza had to watch the babies by herself and it did not go very well but she figured out what to do. There
was a dust storm that covered everything in dust and made Mama sick. Esperanza is worried Mama might die.
2. This chapter is titled “Las Ciruelas/Plums.” Why do you think Pam Munoz Ryan chose this title for the chapter?
How does this title relate to the main events or ideas in this chapter?
• Pam Munoz Ryan chose Las Ciruelas/Plums as the title because plums are delicious but if your body is not used
to them raw, like the babies, they will make you sick. That is just like what happened to Mama because of the
dust. She was not used ot it so when the dust storm happened it made her sick, like the plums made the babies
sick.
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GRADE 5, MODULE 1: UNIT 2, LESSON 9
Mid-Unit 2 Assessment: Analyzing Sections of Esperanza Rising on My Own
3. Re-read pages 139-143 and think about the challenge Esperanza is facing during this point in the novel. Complete
the T-Chart below, citing evidence
from the text.
Challenge:
Reactions:
Esperanza did not know what to do when the babies
got sick.
Esperanza kept changing the babies diapers to try to
keep them clean.
Esperanza made rice water to feed the babies hoping it
would make them feel better.
Esperanza forgot about the beans and they burned because she was so busy trying to take care of the babies.
4. Make an inference: What does Esperanza’s response to the challenge on page 139-143 tell us about her as a
person?
Cite evidence from the text to support your answer.
• Esperanza is a problem solver, trying to figure out what to do in hard situations based on things that she knows
form her own experiences. “What did Hortencia give her when she was a child and was sick?...Rice water!”
(p.142)
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GRADE 5, MODULE 1: UNIT 2, LESSON 9
Mid-Unit 2 Assessment: Analyzing Sections of Esperanza Rising on My Own
Read the following excerpt from page 157, and then answer the questions below:
“Esperanza felt Alfonso behind her, putting his hands on her shoulder. She felt the blood drain from her face.
She wanted to tell the doctor that she could not lose Mama, too. That she had already lost Papa and that Abuelita
was too far away. Her voice strangled with fear. All she could do was whisper the doctor’s uncertain words ‘If she
survives.’”
5. In one sentence, summarize the challenge Esperanza and her Mama are facing at this point in the novel.
• Mama is very very sick and she might not ever get better. Esperanza was scared that Mama would die and that
she was all alone in the United States.
There are two examples of figurative language in this excerpt.
6. What does it mean to have blood drain from your face?
• Like when water goes out of a sink in the drain, the blood can go out of your face
and look very white.
7. What does it mean to say Esperanza’s voice was strangled with fear?
• When something is strangled it is like choked. Esperanza could not speak because her
voice could not get out.
8. How does the author’s use of the words drain and strangled to help us understand how Esperanza is feeling?
• The words drain and strangled paint a very detailed picture in the reader’s mind and help you to see it as if it is
happening in front of you.
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GRADE 5, MODULE 1: UNIT 2, LESSON 9
Homework: Purpose For Reading, Chapter 10: “Las Papas/Potatoes” (pages 158–179)
Name:
Date:
How is Esperanza changing?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
discuss with your triad. You do not need to write out answers as part of your homework; just keep track
of your thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 10
Comprehension Quiz Entrance Ticket (Chapter 10: Las Papas/Potatoes)
Name:
Date:
1. Why did Esperanza start working in the sheds?
2. What did Esperanza promise Abuelita she would do after she left her?
3. Why did Hortensia tell Esperanza not to send a letter to Abuelita?
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GRADE 5, MODULE 1: UNIT 2, LESSON 10
Text-Dependent Questions for Chapter 10: Las Papas/Potatoes
1. How is Mama feeling physically? Be sure to give detailed evidence from the text.
2. Reread the last paragraph on page 161. What inferences can you make about how Mama
is feeling emotionally? The author uses the word listless to describe Mama. What does
that word mean in the sentence? Use context clues to help.
3. On page 163, “What did the doctor mean when he said that Mama was depressed?” Cite
evidence from the text to support your answer.
4. The chapter starts: “Esperanza almost never left Mama’s side.” and it ends with
Esperanza saying: “Don’t worry. I will take care of everything. I will be la patrona for
the family now.” How has Esperanza changed in this chapter and what does it mean to
be la patrona? Cite specific evidence from the text to support your answer.
5. What did the author mean when she wrote on page 176, “Isabel had nothing, but she
also had everything. Esperanza wanted what she had.”? How is this different than how
Esperanza acted when they first moved to California? Be sure to provide details from
the text in your answer.
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GRADE 5, MODULE 1: UNIT 2, LESSON 10
Text-Dependent Questions for Chapter 10: Las Papas/Potatoes
(Answers, for Teacher Reference)
1. How is Mama feeling physically? Be sure to give detailed evidence from the text.
The doctor says on page 158, “She is not getting worse…But she is not getting better, either.” She can’t sleep well.
“…drifted in and out of fitful sleep…” (p.158) She is still having trouble breathing. “…breathing uneasily…”
(p.159)
2. Reread the last paragraph on page 161. What inferences can you make about how Mama is feeling
emotionally? The author uses the word listless to describe Mama. What does that word mean in the
sentence? Use context clues to help.
Mama is very sad because she is “weeping” and she has “given up”, does not want to try anymore to be “strong
and determined”. The word listless has to do with being sad and not wanting to do anything because in the
paragraph before it says that “…it seemed Esperanza could not interest Mama in anything.”
2. On page 163, “What did the doctor mean when he said that Mama was depressed?” Cite evidence from
the text to support your answer.
Mama is not just sick from the dust. She is sick from worrying so much as well. Hortensia says, “…Sometimes
sadness and worry can make a person sicker…everything became to much for her.”
3. The chapter starts: “Esperanza almost never left Mama’s side.” and it ends with Esperanza saying:
“Don’t worry. I will take care of everything. I will be la patrona for the family now.” How has Esperanza
changed in this chapter and what does it mean to be la patrona? Cite specific evidence from the text to
support your answer.
Esperanza went from being a scared little girl who did not know what to do, to taking charge of the situation to
make things better. “If Esperanza could somehow get money to Abuelita, then maybe she could come sooner.”
(p.165) “I could work in the fields or in the sheds…” (p.166) “…how much depended on her being able to work.”
(p.172)
Being la patrona means to be in charge, to make sure everything is OK.
4. What did the author mean when she wrote on page 176, “Isabel had nothing, but she also had everything.
Esperanza wanted what she had.”? How is this different than how Esperanza acted when they first
moved to California? Be sure to provide details from the text in your answer.
Isabel is always happy and does not seem to worry about things. “She wanted so few worries that something as
simple as a yarn doll would make her happy.” (p.176) When they first arrived, Esperanza thought the place they
were living was only good enough for animals and that she was still rich, expecting people to do things for her. She
was sad all the time because they had to move and life was different. She didn’t know how to do many things. Now,
Esperanza just wanted Mama to get better and she had become more responsible.
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GRADE 5, MODULE 1: UNIT 2, LESSON 10
Homework: Purpose For Reading, Chapter 11: Los Aguacates/Avocados (pages 179-198)
Name:
Date:
What challenges to human rights do characters face in Chapter 11? How do they respond?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
discuss with your triad. You do not need to write out answers as part of your homework; just keep track
of your thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Mid-Unit 2 Assessment: Comprehension Quiz:
Entrance Ticket (Chapter 11: “Los Aguacates/Avocados”)
Name:
Date:
1. What does Esperanza put on her hands to make them feel better?
2. What does Esperanza buy for Mama?
3. What is the good news Miguel shares at the end of the chapter?
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Esperanza Rising Quote Strips and UDHR Articles
Teacher Instructions: Make multiple copies of thes pages as needed, so each student can have an individual
quote/article. Cut the copied pages into strips, so each student has one individual quote/article on his or her
own small piece of paper.
“Change has not come fast enough, Esperanza. The wealthy still own most of the land while some of the poor
have not even a garden plot. There are cattle grazing on the big ranches yet some peasants are forced to eat
cats.” (page 12)
Article 25, Right to Adequate Living Standard
A. You have the right to the things you and your family need to have a healthy and comfortable life, including
food, clothing, housing, medical care, and other social services. You have a right to help if you are out of
work or unable to work.
B. Mothers and children should receive special care and help.
“But now that she was a young woman, she understood that Miguel was a housekeeper’s son and she was a ranch
owner’s daughter and between them ran a deep river. Esperanza stood on one side and Miguel stood on the
other and the river could never be crossed.” (page 18)
Article 1, Right to equality
You are born free and equal in rights to every other human being. You have the ability to think and to tell
right from wrong. You should treat others with friendship.
“As you know, it is not customary to leave land to women . . .” (page 30)
Article 17, Right to own property
A. You have the right to own things.
B. Nobody has the right to take these things away from you without a good reason.
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Esperanza Rising Quote Strips and UDHR Articles
“My father and I have lost faith in our country. We were born servants here and no matter how hard we work we
will always be servants.” (page 36)
Article 1, Right to equality
You are born free and equal in rights to every other human being. You have the ability to think and to tell
right from wrong. You should treat others with friendship.
“There is a Mexican saying: ‘Full bellies and Spanish blood go hand in hand.’ . . . “Have you not noticed?” he
said, sounding surprised. “Those with Spanish blood, who have the fairest complexions in the land, are the
wealthiest.” (page 79)
Article 2, Freedom from discrimination
You have all these human rights no matter what your race, skin color, sex, language, religion, opinions, family
background, social or economic status, birth, or nationality
“The conductors herded everyone into a building where they stood in long lines waiting to pass through immigration. Esperanza noticed that the people in the first cars were escorted to the shortest lines and passed through
quickly.” (page 81)
Article 1, Right to equality
You are born free and equal in rights to every other human being. You have the ability to think and to tell
right from wrong. You should treat others with friendship.
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Esperanza Rising Quote Strips and UDHR Articles
“Well, when I go to school, I will learn in English,” said Isabel. Esperanza nodded and tried to smile back. Isabel
was so happy, she thought, about such little things.” (pages 89–90)
Article 26, Right to education
A. You have the right to go to school. Primary schooling should be free and required. You should be able to
learn a profession or continue your studies as far as you can..
B. At school, you should be able to develop all your talents and learn to respect others, whatever their race, religion, or nationality.
C. Your parents should have a say in the kind of education you receive.
“They don’t want us banding together for higher wages or better housing,” said Marta. “The owners think if the
Mexicans have no hot water, that we won’t mind as long as we think no one has any.” (page 98)
Article 23, Right to desirable work and to join trade unions
A. You have the right to work, to choose your work and to work in good conditions.
B. People who do the same work should get the same pay.
C. You should be able to earn a salary that allows you to live and support your family.
D. All people who work have the right to join together in unions to defend their interests.
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Esperanza Rising Quote Strips and UDHR Articles
“They don’t want us banding together for higher wages or better housing,” said Marta. “The owners think if the
Mexicans have no hot water, that we won’t mind as long as we think no one has any.” (page 98)
Article 23, Right to desirable work and to join trade unions
A. You have the right to work, to choose your work and to work in good conditions.
B. People who do the same work should get the same pay.
C. You should be able to earn a salary that allows you to live and support your family.
D. All people who work have the right to join together in unions to defend their interests.
“We are going to strike in two weeks. At the peak of the cotton. For higher wages and better housing.” (page
132)
Article 20, Right to assemble
A. Everyone has the right to freedom of peaceful assembly and association.
B. No one may be compelled to belong to an association.
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
On Strike! Note-catcher
My Original Thinking
My New Thinking, based on Evidence from
the Text
1. What does it
mean to go on
strike?
2. Why do
workers go on
strike?
3. Why do
workers decide
not to go on
strike?
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Supporting Materials: Text-Dependent Questions for Chapter 11:
“Los Aguacates/Avocados” (pages 179–198)
1. Miguel tells Esperanza why they shop at Mr. Yakota’s store. Explain how Miguel’s comments about
Mr. Yakota connect to the ideas in Article 1 of the UDHR. Be sure to cite specific evidence from the
text.
Article 1 of the UDHR states: “All human beings are born free and equal in dignity and rights.
They are endowed with reason and conscience and should act towards one another in a spirit of
brotherhood.
2. Look at pages 187-188. Summarize Miguel’s explanation of how the farm workers are treated. Then
explain how Miguel’s comments and Esperanza’s thinking connect to the ideas of Article 2 of the
UDHR. Be sure to cite evidence from the text.
Article 2 of the UDHR states: “Everyone is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or
other opinion, national or social origin, property, birth, or other status. Furthermore, no distinction
shall be made on the basis of the political, jurisdictional or international status of the country or
territory to which a person belongs, whether it be independent, trust, non-self-governing, or under any
other limitation of sovereignty.”
3. The farm laborers live in two different types of camps. Re-read pages 192-193. Why are Marta and Ada
living in a different camp now? What is that camp like? does the author mean when she writes that
Marta’s new camp was a “great jumble of humanity and confusion.”? Be sure to cite evidence from
the text.
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Text-Dependent Questions for Chapter 11:
“Los Aguacates/Avocados” (pages 179–198)
(Answers for teacher reference)
1. Miguel tells Esperanza why they shop at Mr. Yakota’s store. Explain how Miguel’s comments about
Mr. Yakota connect to the ideas in Article 1 of the UDHR. Be sure to cite specific evidence from the
text.
Article 1 of the UDHR states: “All human beings are born free and equal in dignity and rights.
They are endowed with reason and conscience and should act towards one another in a spirit of
brotherhood.
Everyone should feel like they are being treaty like a human being. Miguel says, “Some of the other market
owners aren’t as kind to Mexicans as Mr. Yakota…He stocks many of the things we need and he treats us like
people.” (p. 186)
2. Look at pages 187-188. Summarize Miguel’s explanation of how the farm workers are treated. Then
explain how Miguel’s comments and Esperanza’s thinking connect to the ideas of Article 2 of the
UDHR. Be sure to cite evidence from the text.
Article 2 of the UDHR states: “Everyone is entitled to all the rights and freedoms set forth in this
Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or
other opinion, national or social origin, property, birth, or other status. Furthermore, no distinction
shall be made on the basis of the political, jurisdictional or international status of the country or
territory to which a person belongs, whether it be independent, trust, non-self-governing, or under any
other limitation of sovereignty.”
Miguel says, “Americans see us as one big, brown group who are good for only manual labor…treats us like
outsiders or calls us ‘dirty greasers’.” He is explaining how most people in the United States do not take the time
to get to know them as people. They just want them to work. Esperanza had heard, “There were special sections
at the movie theater for Negroes and Mexicans. In town, parents did not want their children going to the same
schools with Mexicans.”
3. The farm laborers live in two different types of camps. Re-read pages 192-193. Why are Marta and Ada
living in a different camp now? What is that camp like? does the author mean when she writes that
Marta’s new camp was a “great jumble of humanity and confusion.”? Be sure to cite evidence from the
text.
Miguel and Esperanza pick up Marta and her mother, Ada on the way back to camp. (p. 192) They were living
in a strikers’ camp now because they were “tossed out” of the migrant workers’ camp because they were going
to strike. There were a lot of people and a lot of mess. There were guards “for protection”, “only ten wooden
toilets for hundreds of people” and it smelled. (p. 193) “Some people lived in tents” or under “burlap bags” or
in “old cars or trucks”. Esperanza saw “the makings of outdoor kitchens.”
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GRADE 5, MODULE 1: UNIT 2, LESSON 11
Homework: Purpose for Reading, Chapter 12: “Los Espárragos/Asparagus” (pages 109–213)
On page 195, near the end of Chapter 11, Marta’s mother tells Esperanza “We all do what we have to do.” Think
about this comment as you read the next Chapter (12). Should the workers strike?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to discuss with
your triad. Use your evidence flags to mark specific passages in the text to discuss with your triad. You do not need
to write out answers as part of your homework; just keep track of your thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Comprehension Quiz: Entrance Ticket (Chapter 12: “Los Espárragos/Asparagus”)
Name:
Date:
1. What do the strikers do to the workers who refuse to strike?
2. What does Esperanza do to help Marta?
3. What are the immigration officers doing to the strikers?
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Jigsaw Task Cards for Chapter 12: “Los Espárragos/Asparagus”
Esperanza:
1. Reread pages 184 and 200. At first, how does Esperanza respond to seeing the strikers? What is most important
to her right now? How is she conflicted (confused) about what to do? Cite evidence from the text to support
your answer.
2. Reread pages 208-211 and page 212. How does Esperanza help the strikers? Why does she help them? Cite
evidence from the text to support your answer.
3. Article 23 of the UDHR states: “Everyone has the right to work, to free choice of employment, to just and
favourable conditions of work and to protection against unemployment.” What does the word favourable mean?
How did you figure out? Would Esperanza agree with Article 23? Why or why not? Use evidence from the text
to support your answer.
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Jigsaw Task Cards for Chapter 12: “Los Espárragos/Asparagus”
Miguel:
1. Article 23 of the UDHR states: “Everyone who works has the right to just and favourable remuneration ensuring
for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other
means of social protection.” What does the word remuneration mean? How did you figure it out? Would Miguel
agree with Article 23? Why or why not? Cite evidence from the text to support your answer.
2. Reread pages 196-197. How does Miguel feel about the strike? What is most important to him right now? Cite
evidence from the text to support your answer.
3. Reread the last paragraph on page 210. What can you infer about Miguel’s hope about what will change for farm
workers in the United States? Support your answer with evidence from the text.
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Jigsaw Task Cards for Chapter 12: “Los Espárragos/Asparagus”
Marta:
1. Re-read page 192. How does Marta respond to everything that has happened to her? How does Marta feel
about the strike? What does Marta explain to Esperanza? Cite evidence from the text in your answer.
2. Article 23 of the UDHR states: “Everyone has the right to form and to join trade unions for the protection of
his interests.” What does the word interests mean in the context of this article? How do you know? Reread pages
97, 132, 146, and 200. What “interests” does Marta want to protect for the farm laborers? Cite evidence from
the text in your answer.
3. Reread 208-209. How are Marta and Esperanza alike? What does Marta mean when she says that she misjudged
Esperanza? Explain your answer by citing details from the text.
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Jigsaw Task Cards for Chapter 12: “Los Espárragos/Asparagus”
(Answers, for Teacher Reference)
Esperanza:
1. Reread pages 184 and 200. At first, how does Esperanza respond to seeing the strikers? What is most important
to her right now? How is she conflicted (confused) about what to do? Cite evidence from the text to support
your answer.
Esperanza is scared and wants to run away. “…she wanted to run back to the safety of the camp…anything
but this.” (p. 200) Esperanza only wants to take care of her mother. “Remember, Mama, I will take care of
everything.” (p. 184) “…her mother was sick. That she had to pay bills.” (p.200) Esperanza supports why the
strikers are doing what they are doing, but does not want to strike herself. “…she did not want anyone’s children
to starve.” (p. 200)
2. Reread pages 208-211 and page 212. How does Esperanza help the strikers? Why does she help them? Cite
evidence from the text to support your answer.
Esperanza helps Marta escape by keeping her hidden in the asparagus crates and giving her an apron so
she could trick the guards. “When you leave, put on the apron and carry the asparagus so you’ll look like a
worker…” (p. 209). Esperanza believes that the farm workers have a right to work like everyone else. “They
have a right to be here.” (p. 209) “More than anything, Esperanza hoped that Marta and her mother were
together…” (p. 212)
3. Article 23 of the UDHR states: “Everyone has the right to work, to free choice of employment, to just and
favourable conditions of work and to protection against unemployment.” What does the word favourable mean?
How did you figure out? Would Esperanza agree with Article 23? Why or why not? Use evidence from the text
to support your answer.
Favourable means good because the same sentence talks about working conditions and that is what people
want, good working conditions. Also, the root word of favourable is favor and that makes me think of doing
something for someone else so that their work is protected. Esperanza would agree with this article because she
wants to help the strikers. She helps Marta and the family from the strikers’ camp.
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Jigsaw Task Cards for Chapter 12: “Los Espárragos/Asparagus”
(Answers, for Teacher Reference)
Miguel:
1. Article 23 of the UDHR states: “Everyone who works has the right to just and favourable remuneration ensuring
for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other
means of social protection.” What does the word remuneration mean? How did you figure it out? Would Miguel
agree with Article 23? Why or why not? Cite evidence from the text to support your answer.
Remuneration sounds like it has something to do with money because of the root word “munerate”. Also the
sentence is talking about work and family and being worthy. Miguel is concerned about the workers coming in
that are willing to work for very low wages, He says, “People cannot survive on such low wages.” (p. 203) Yet, he
feels that the strikers have the right to voice their opinion. He says, “It’s a free country…” (p.203
2. Reread pages 196-197. How does Miguel feel about the strike? What is most important to him right now? Cite
evidence from the text to support your answer.
Miguel basically agrees with the cause of the strike but is more worried about his own future and sees this as an
opportunity for him to do what he wants to do. Miguel says, “What the man says is true…but…I might be able
to get a job at the railroad.” Esperanza thinks, “For him, the strike was an opportunity to work at the job he
loved and to make it in this country…”
3. Reread the last paragraph on page 210. What can you infer about Miguel’s hope about what will change for farm
workers in the United States? Support your answer with evidence from the text.
Miguel thinks that farm laborers conditions will not get better and that there will be another strike eventually. “It
is not over…In time, they will be back…They will reorganize and they will be stronger. There will come a time
when we will all have to decided all over again whether or not to join them or not.”
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Jigsaw Task Cards for Chapter 12: “Los Espárragos/Asparagus”
(Answers, for Teacher Reference)
Marta:
1. Re-read page 192. How does Marta respond to everything that has happened to her? How does Marta feel
about the strike? What does Marta explain to Esperanza? Cite evidence from the text in your answer.
Marta is angry about having to move again because they were going to strike but she is determined to fight for
their rights. “…I’m not welcome here. We aren’t going to work under those disgusting conditions and for those
pitiful wages.” She is feeling hopeful because there are many others who support the strike. “There are hundreds
of us…, but thousands around the country and more people join our cause every day.” She feels that Esperanza
does not understand. “You are new here, but in time you will understand what we are trying to change.”
2. Article 23 of the UDHR states: “Everyone has the right to form and to join trade unions for the protection of
his interests.” What does the word interests mean in the context of this article? How do you know? Reread pages
97, 132, 146, and 200. What “interests” does Marta want to protect for the farm laborers? Cite evidence from
the text in your answer.
Interests are things that are important for people. The article talks about protecting interests and people protect
things that are important to them. Marta and the farm laborers who are striking are fighting for “…higher
wages and better housing…hot water” (p. 97, 132) “To eat and feed our children.” (p. 146) “Help us feed our
children!” (p.200)
3. Reread 208-209. How are Marta and Esperanza alike? What does Marta mean when she says that she misjudged
Esperanza? Explain your answer by citing details from the text.
Marta and Esperanza are alike because they both want to protect and help their mothers. “I must take care of
my mother.” (p.208) At first, Marta thought Esperanza did not care about the workers and did not support the
strike but after she helps her escape the immigration officers she changes her mind.
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GRADE 5, MODULE 1: UNIT 2, LESSON 12
Homework: Purpose for Reading, Chapter 13: “Los Duraznos/Peaches” (pages 214–233)
How is Esperanza similar to the other characters in the novel? How is she different from the other
characters?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
discuss with your triad. You do not need to write out answers as part of your homework; just keep track
of your thinking with your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 13
Comprehension Quiz Entrance Ticket (Chapter 13: “Los Duraznos/Peaches”)
Name:
Date:
1. What is Isabel praying so hard for?
2. Why is Miguel upset and how does Esperanza react?
3. What does Esperanza give Isabel? Why?
4. At the end of the chapter, Esperanza is surprised by something. What happened?
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GRADE 5, MODULE 1: UNIT 2, LESSON 13
Sample Two Voice Poem: “I Am an Immigrant” (YouTube video)
Miriam
Both
Lupita
My name is Miriam. I’m from
Peru.
My name is Lupita. I’m from Mexico.
I am an immigrant.
My father died leaving us in poverty.
We needed money.
The father of my children went
to America in search of money.
I crossed the boarder to America.
My journey was long and hard.
My journey was short and luxurious.
I have family here.
But I left the corpses behind.
I took my family with me.
I have a better paying job.
I am a teacher at the school
molding minds like clay.
I work in the fields pulling vegetables
from the earth.
I try to keep an atmosphere that
honors my family’s heritage.
I still wear braids to represent my
Mexican culture.
I still practice my own religion. But I
am learning English.
I will stay here because I am a
citizen.
I will soon go back to Mexico.
I live in America.
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GRADE 5, MODULE 1: UNIT 2, LESSON 13
Two-Voice Poem Graphic Organizer (two-sided)
Character 1
(Esperanza)
Both Characters
How are they alike?
Character 2
________________
(General notes)
(General notes)
(General notes)
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GRADE 5, MODULE 1: UNIT 2, LESSON 13
Two-Voice Poem Graphic Organizer, Side B:
Actual Words for the Characters to Say in the Poem
Esperanza says this alone
Both voices say together:
Other Character says this alone
_______________________.
I am ___________________.
I am ___________________.
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GRADE 5, MODULE 1: UNIT 2, LESSON 13
Homework: Purpose for Reading, Chapter 14: “Las Uvas/Grapes” (pages 234–253)
How is Esperanza changing? Pay particular attention to rich quotes to include in the two-voice poem.
As you read, think about this question. Use your evidence flags to mark specific passages in the text to discuss with
your triad. You do not need to write out answers as part of your homework; just keep track of your thinking with
your evidence flags.
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GRADE 5, MODULE 1: UNIT 2, LESSON 14
Comprehension Quiz Entrance Ticket (Chapter 14: “Las Uvas/Grapes”)
Name:
Date:
1. What surprise did Miguel bring to Esperanza?
2. What special event happens in the last scene of the book?
3. What does Esperanza teach Isabel to do?
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GRADE 5, MODULE 1: UNIT 2, LESSON 14
Homework: Purpose for Reading, Rereading Excerpts from Chapter 13:
“Los Duraznos/Peaches” and Chapter 14: “Las Uvas/Grapes” in Esperanza Rising.
How do the “big metaphors” in this novel show up again in these last two chapters? Why do you think
Pam Munoz Ryan did this?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to
discuss with your triad. You do not need to write out answers as part of your homework; just keep track
of your thinking with your evidence flags. Also use your evidence flags to mark any phrases you might
want to add to your Two Voice poem.
Focus specifically on the following sections of Chapters 13 and 14:
Chapter 13: Los Duraznos/Peaches, pages 220- 225
Chapter 14: Las Uvas/Grapes, pages 243-247
Chapter 14: Las Uvas/Grapes, pages 248-251
Chapter 14: Las Uvas/Grapes, pages 252-253
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GRADE 5, MODULE 1: UNIT 2, LESSON 15
Text-Dependent Questions for Excerpts from Chapter 13:
“Los Duraznos/Peaches” and Chapter 14: “Las Uvas/Grapes”
Note: You will not have time to think about all of these questions. That is fine. You will get to talk about these questions more with your triad during the Chalk Talk.
The river
•
•
•
•
What do Esperanza and Miguel fight about on pages 220–224?
What does Miguel mean when he says he was a second-class citizen in Mexico? (page 222)
What does Esperanza mean when she says she wants Miguel to confront his boss? (page 222)
Why did Miguel call Esperanza a queen? (pages 224 and 18)
The blanket
• On page 224, what does Esperanza try to explain to Miguel about her life?
• At the top of page 224, what might the word prophecy mean? How might you figure this out?
• On pages 243–247, the author repeats phrases about stitches up the mountain and down the valley. What is
the actual definition of a stitch? What is the other meaning in this passage?
The heartbeat
• On page 248, where do Esperanza and Miguel go?
• What happens while they are there, and why is this important? What message might the author be trying to
give readers?
The rose
• Why do Papa’s roses matter so much to Esperanza? (page 225)
Grapes/harvest
• At the bottom of page 246 through page 247, the author describes the grapes. What are the grapes a metaphor for? How do you know?
• What did Papa mean when he told Esperanza “Wait a little while and the fruit will fall into your hands?”
(pages 223 and page 2)
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GRADE 5, MODULE 1: UNIT 2, LESSON 15
Text-Dependent Questions for Excerpts from Chapter 13, “Los Duraznos/Peaches,” and Chapter
14, “Las Uvas/Grapes”
(Answers, for Teacher Reference)
The river
• What do Esperanza and Miguel fight about on pages 220-224?
They are arguing about Miguel deciding to dig ditches when the Oakies showed up to take over the
mechanics’ work. Esperanza is really upset about how they are being treated but is taking it out on Miguel.
She even calls him “a peasant…” like he was in Mexico. She wants him to “…speak up for yourself and
your talents.”
• What does Miguel mean when he says he was a second-class citizen in Mexico? (page 222)
Miguel is referring to the fact that she thought he wasn’t good enough for her. That he was just a servant and
they stood on opposite sides of the river. (the metaphor of their lives)
• What does Esperanza mean when she says she wants Miguel to confront his boss? (page 222)
Esperanza wants Miguel to have an argument with his boss. She wants Miguel to tell his boss that he should
treat him better, not like a second-class servant.
• Why did Miguel call Esperanza a queen? (pages 224 and 18)
Miguel has always called her his queen, ever since she referred to him as a peasant in Mexico. At first he did it
as an insult because he was hurt she did not think him good enough. Then it became more of a joke. In this
chapter, he is hurt again so he meant it as an insult.
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GRADE 5, MODULE 1: UNIT 2, LESSON 15
Text-Dependent Questions for Excerpts from Chapter 13, “Los Duraznos/Peaches,” and Chapter
14, “Las Uvas/Grapes”
(Answers, for Teacher Reference)
The blanket
• On page 224, what does Esperanza try to explain to Miguel about her life?
Esperanza says, “See these perfect rows?...what my life would have been…Now my life is like the zigzag in
the blanket on Mama’s bed.” She means that she cannot predict what is going to happen anymore and it is all
messed up in her mind.
• At the top of page 224, what might the word prophecy mean? How might you figure this out?
Esperanza is referring to the fact that Miguel told her everything was going to be alright. She wanted to
know if he was able to predict the future.
• On pages 243-247, the author repeats phrases about stitches up the mountain and down the valley. What is
the actual definition of a stitch? What is the other meaning in this passage?
A stitch is one pass of the thread or yarn and a needle when sewing or crocheting. Because it is a metaphor
for Esperanza’s life, the stitches could also mean the events in her life, especially the things that happened to
her recently.
The heartbeat
• On page 248, where do Esperanza and Miguel go?
They went to where they could see the valley and be alone, the top of the hills.
• What happens while they are there, and why is this important? What message might the author be trying to
give readers?
They lie down on the ground and listen to the earth. They hear the heartbeat and she sees another vision, this
time a positive one. The author is trying to get readers to understand that things are getting better now and
Esperanza now has hope.
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GRADE 5, MODULE 1: UNIT 2, LESSON 15
Text -Dependent Questions for Excerpts from Chapter 13:
Los Duraznos/Peaches and Chapter 14: Las Uvas/Grapes
(Answers, for Teacher Reference)
The rose
• Why do Papa’s roses matter so much to Esperanza? (page 225)
To Esperanza the roses are a memory of Papa and all the good things she remembers about her life with
him. When she sees them blooming, she wants to tell Miguel because she realizes that he would understand,
but he has already left.
Grapes/harvest
• At the bottom of page 246 through page 247, the author describes the grapes. What are the grapes a
metaphor for? How do you know?
The grapes are a metaphor about how life repeats itself. Mama had gotten sick at the end of the grape
harvest the year before (“Mama had breathed in the dust at the end of the grapes…”), and now they were
back again. To Esperanza it meant that they could start the year over, this time with hope. “…the grapes
were delivering another harvest and Esperanza was turning another year.”
• What did Papa mean when he told Esperanza “Wait a little while and the fruit will fall into your hands?”
(pages 223 and page 2)
Papa meant that she had to be patient and let things take their time, like when fruit is ripe. It will fall off
trees or vines. It tells you when it is ready.
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GRADE 5, MODULE 1: UNIT 2, LESSON 16
Text-Dependent Questions for Chapter 5: “Las Guayabas/Guavas” (pages 58–80)
1. On pages 66-67 Esperanza arrives at the train station in Zacatecas, and Alfonso
leads them past the fancy car with leather seats and the dining car to a one with
wooden benches, trash, and reeking of rotting fruit and urine. She also sees many
“peasants” crowded onto the seats. How does Esperanza respond to having to ride
on this train car? Use details from the text to explain your answer.
2. On pages 69-70 Esperanza takes the doll her Papa gave her out of its valise, and a
young girl runs up to her and tries to hold the doll. How does Esperanza respond to
the girl and what does Esperanza’s Mama say and/or do when Esperanza reacts the
way she does? Explain your answer with details from the text.
3. On pages 78-79 Esperanza sees Carmen give money and food to a begging woman.
Esperanza responds by asking why the beggar woman doesn’t just go get food from
the farmer’s market. What does this tell you about Esperanza’s character at this
point in the story? Cite evidence from the novel to support your answer.
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GRADE 5, MODULE 1: UNIT 2, LESSON 16
Text-Dependent Questions for Chapter 5: “Las Guayabas/Guavas” (pages 58–80)
(Answers, for Teacher Reference)
1. On pages 66-67 Esperanza arrives at the train station in Zacatecas, and Alfonso leads them past the
fancy car with leather seats and the dining car to a one with wooden benches, trash, and reeking of
rotting fruit and urine. She also sees many “peasants” crowded onto the seats. How does Esperanza
respond to having to ride on this train car? Use details from the text to explain your answer.
Possible responses: She couldn’t help but wonder if the people on the train car would steal from her; she tells
Mama they cannot travel in this car because it is not clean and the people seem untrustworthy; she says that
neither Papa or Abuelita would approve of them sitting in this train car (p. 67)
2. On pages 69-70 Esperanza takes the doll her Papa gave her out of its valise, and a young girl runs up
to her and tries to hold the doll. How does Esperanza respond to the girl and what does Esperanza’s
Mama say and/or do when Esperanza reacts the way she does? Explain your answer with details from
the text.
Possible responses: Esperanza quickly takes the doll away and puts it back in her valise. Mama apologizes to the
little girl’s mother for Esperanza’s rude behavior.
3. On pages 78-79 Esperanza sees Carmen give money and food to a begging woman. Esperanza
responds by asking why the beggar woman doesn’t just go get food from the farmer’s market. What
does this tell you about Esperanza’s character at this point in the story? Cite evidence from the novel
to support your answer.
Possible responses: Esperanza asks why the woman doesn’t just go buy food at the nearby farmer’s market,
instead of begging for food (p. 79). This shows that Esperanza doesn’t understand being poor or needing to
rely on other people for basic needs such as food.
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GRADE 5, MODULE 1: UNIT 2, LESSON 16
Sample Paragraph about Chapter 3 (copy onto a piece of chart paper)
One night, the ranch catches fire and burns to the ground! Esperanza and her family safely escape, but lose
almost everything they own to the flames. Because Esperanza and Mama do not even have clean clothes to
wear, the nuns give them clothes from the “poor box.” When Esperanza sees the box left by the nuns she asks,
“Mama, at a time like this, must we worry about some poor family who needs clothes?” Mama calmly explains
to Esperanza that they are the ones who are poor because they have no home and no money, and the clothes
are for them. Esperanza can’t understand that she is no longer wealthy and will need to be grateful for the
charity of others now.
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GRADE 5, MODULE 1: UNIT 2, LESSON 16
Homework Handout: Planning and Organizing My Second Paragraph
1. Choose an event (from Chapter 8 through 15) that you want to write about. It should be a time when she
responds to or witnesses some type of challenge.
To help you choose, use your evidence flags and your Entrance and Exit Tickets from chapters 8-15. The list below
includes some suggestions of events you might choose, but you can choose a different event if you want.
a. Chapter 8 – Marta talking to workers about the strike.
b. Chapter 10 – Mama Esperanza working in fields when Mama becomes ill.
c. Chapter 11 – Going to Mr. Yakota’s grocery store; meeting campesino family.
d. Chapter 12 – Marta hiding from immigration officers.
e. Chapter 13 – People from Oklahoma having better living conditions (indoor toilets and swimming pool); Miguel
losing his engineering job at railroad; Isabel not being chosen for May Day Queen.
Complete the blank Accordion Graphic Organizer about that event. Make sure to bring this completed graphic
organizer to the next class! You will need it to write paragraph 2 of your essay.
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GRADE 5, MODULE 1: UNIT 2, LESSON 16
Accordion Graphic Organizer for Paragraph Writing
Topic: (State the key event and/or challenge
Esperanza faces)
Detail: (What happens to Esperanza?)
Explain: (Why is that first detail important?
How does it connect to the next detail?)
Detail: (Esperanza’s response to the event)
Explain: (What happens when Esperanza responds
the way she does?)
Conclusion: (What can we infer about Esperanza’s character based on how she responds?)
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GRADE 5, MODULE 1: UNIT 2, LESSON 17
Accordion Graphic Organizer for Paragraph Writing
Name:
Date:
Topic: (State the key event and/or challenge
Esperanza faces)
Detail: (What happens to Esperanza?)
Explain: (Why is that first detail important?
How does it connect to the next detail?)
Detail: (Esperanza’s response to the event)
Explain:(What happens when Esperanza responds the way
she does?)
Conclusion: (What can we infer about Esperanza’s character based on how she responds?)
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GRADE 5, MODULE 1: UNIT 2, LESSON 17
Paragraph 2 Task Card
For your homework last night, you were asked to do the following:
1. Choose an event (from Chapter 8 through 15) that you want to write about. It should
be a time when she responds to or witnesses some type of challenge.
You might have chosen one of these events, or another event in the novel:
a.
Chapter 8 – Marta talking to workers about the strike.
b.
Chapter 10 – Mama Esperanza working in fields when Mama becomes ill.
c.
Chapter 11 – Going to Mr. Yakota’s grocery store; meeting campesino family.
d.
Chapter 12 – Marta hiding from immigration officers.
You completed a graphic organizer about the event you chose.
Now, write paragraph 2, about the event you chose from Chapters 8-15.
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GRADE 5, MODULE 1: UNIT 2, LESSON 17
Sample Paragraph about Chapter 3 (copy onto a piece of chart paper)
One night, the ranch catches fire and burns to the ground! Esperanza and her family safely escape, but lose
almost everything they own to the flames. Because Esperanza and Mama do not even have clean clothes to
wear, the nuns give them clothes from the “poor box.” When Esperanza sees the box left by the nuns she asks,
“Mama, at a time like this, must we worry about some poor family who needs clothes?” Mama calmly explains
to Esperanza that they are the ones who are poor because they have no home and no money, and the clothes
are for them. Esperanza can’t understand that she is no longer wealthy and will need to be grateful for the
charity of others now.
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GRADE 5, MODULE 1: UNIT 2, LESSON 18
End-of-Unit 2 Assessment
Analytical Essay about How Esperanza Changes Over Time
How does Esperanza change over time? Analyze how Esperanza responds to events early and
late in the novel. Then compare her response to the two events. What do her responses show
about her as a person?
1. Your first paragraph will be about a key event in Chapter 5: Las Guayabas/Guavas, when
Esperanza is on the train to the United States. You have already planned and drafted this
paragraph. Today, you can revise it to make it stronger.
2. Your second paragraph will be about the key event you chose from later in the novel. You
have already planned and drafted this paragraph. Today, you can revise it to make it stronger.
3. Your third paragraph is NEW writing that you need to do ON YOUR OWN today. In this
paragraph, you should compare (discuss similarities) and contrast (discuss differences). How
does Esperanza respond to challenges differently at the end of the novel than she did in the
beginning? Be sure to cite specific evidence from the text to support your analysis.
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GRADE 5, MODULE 1: UNIT 2, LESSON 18
End-of-Unit 2 Assessment
Accordion Graphic Organizer for Paragraph Writing
Topic:
Detail:
Explain:
Detail:
Explain:
Conclusion:
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GRADE 5, MODULE 1: UNIT 2, LESSON 18
End-of-Unit 2 Assessment
Criteria for Success and Self-Assessment
Write three paragraphs.
Each paragraph has a clear topic sentence.
Each paragraph has at least two specific details.
Each paragraph includes an explanation of the details.
Each paragraph includes a conclusion explaining what this shows about Esperanza.
Indent the first sentence of each paragraph.
Write in complete sentences.
Explain how Esperanza changes over time.
1. Write one “star”: something you are proud of and want to “celebrate” about your essay:
2. Write one “step”: something you think you need to work on or would like to improve to become a strong
independent writer
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